New research highlights what helps First Nations students succeed at university
ACER news less than 1 day ago 3 minute readNew research from the Australian Council for Educational Research (ACER) and the Jumbunna Institute for Indigenous Education and Research is providing new insights into how First Nations students enter, navigate and succeed at university.
Released ahead of Close the Gap Day, the study explores the diverse journeys students take into higher education and the role universities play in supporting those pathways.
Drawing on national cohort data and interviews with students and staff, the research highlights how Indigenous-led support centres within universities help students navigate entry into higher education and persist through the early stages of study.
Students described these centres as a 'bridge', a 'magnet' and a 'waterhole' - spaces where they felt welcomed, understood and supported at key moments in their studies.
The research confirms that First Nations students often enter university through varied pathways. While some enrol directly from school, many begin their studies after employment, vocational education or enabling programs designed to build academic skills and confidence.
Dr Daniel Edwards, Head of ACER’s Education Research, Policy and Development Division, said the findings reinforce the importance of connection and culturally safe support.
'Every First Nations student enters and experiences university differently. This research shows that connection, understanding and respect are essential to success,' Dr Edwards said.
Dr James Beaufils from the Jumbunna Institute said the research highlights the importance of sustained investment in Indigenous-led initiatives.
'When universities invest in Indigenous-led centres, it’s not only about getting students in the door – it’s about staying, succeeding and completing,' Dr Beaufils said.
'Culturally safe, wrap-around support should be the standard across the sector.'
The research also highlights the importance of early support. Interviews with students and staff showed the first weeks of university can be a critical transition period, when timely assistance with academic skills, administration and wellbeing can help students remain engaged.
For ACER, the project reflects the organisation’s broader commitment to improving learning outcomes by connecting evidence with practice.
ACER is also continuing research into how First Nations programs contribute to Closing the Gap in education.
By combining national data with the experiences of students and educators, the research provides insights that can help universities design systems that support diverse pathways and strengthen student success.